Stoney Lane Elementary is one of six public elementary schools in North Kingstown, Rhode Island. According to the Rhode Island Department of Education (RIDE) (2014), Stony Lane Elementary was home to 410 students and 28 teachers during the 2012-2013 school year. The school serves students from kindergarten through the fifth grade. It was not until the 2010-2011 school year that grades four and five were added (RIDE, 2014). The purpose of this brief report is to determine the effect that Race to the Top (RTTP) and No Child Left Behind (NCLB) had on this particular school. Interest into the impacts of RTTP and NCLB is fostered in the question: how do educational policies affect schools that perform at higher levels than the state averages? Looking at data retrieved from RIDE (2009a; 2014), I was able to examine large amounts of data and have identified valuable information pertinent to this school.
Stony Lane has fewer students receiving subsidized lunch (8%) compared to the state overall (46%). In addition, Stony Lane serves a smaller population of students compared to the state average who receive special needs services and/or ESL/bilingual education services (RIDE, 2014). According to RIDE (2009b) SALT Survey reports, 97% of the students were classified as white, 1.5% Asian/Pacific Islander, and 1.5% black. The demographics of the school help to serve as a representation of the socioeconomic climate that this school serves.
Mathematics data from 2001 indicates that 75% of fourth grade students met the standards in math skills, but only 23% met the level of proficiency in mathematic problem solving. In English Language Arts, basic reading, 86% of students met the standard, and in reading analysis 70% of students met the standard (RIDE, 2009a). In 2011- 2012, 88% of fourth grade students had reached the level of proficiency (RIDE, 2014). During this time, the test that is used to determine the data as well as the administration of Stony Lane Elementary School had changed. The 13 point gain would be substantial if the measure in which they were assessed remained the same. However, since the measure of the assessment has changed, the reliability and validity of the test scores has been diminished.
There have been years where test scores regressed. From 2005-2007, Stony Lane experienced a 9 point increase in mathematics. However from 2006-2007 to 2009, Stony Lane experienced a 6 point decrease in mathematics. In addition, the free and reduced lunch numbers decreased from 12% to 8% during the 2012-2013 school year. The school is still far ahead of the states average and an argument can be made to the difficulties that may occur when trying to maintain such a high level of proficiency. The ebb and flow of year to year data makes it difficult to analyze the data, but there is opportunity to compare Stony Lane to other schools in the state (RIDE, 2009).
In 2004 there was a 16% gap between students proficient in 4th grade mathematics between Stony Lane Elementary and the state of Rhode Island (RIDE, 2009a). The 2013-2014 NECAP scores show a 25% gap in proficiency levels at the 4th grade mathematics (RIDE, 2014). Goals of NCLB and RTTP were to close the gap between low-performing and high-performing schools. This data indicates that this has not happened. In fact, the opposite has happened.
From 2001 to present the school has undergone change. Change occurred in 2010-2011 that added two grade levels. Change also occurred on multiple occasions in administration. In 2009 Stony Lane named Edward Ferrario principal. Edward Ferrario is the third principal the school has had since 2001. Edward Ferrario has been a part of making Stony Lane a blue ribbon school, and had recently been named Rhode Island Principal of the year. Change in personnel, administrators, and experience for teachers could also be considered factors in the testing results (RIDE, 2009).
It is difficult and possibly irresponsible to determine if the increase/decrease of scores over different years is a product of NCLB or RTTT, or if the scores are a result of changes in administration, change in testing, or from experience in testing. Schools, such as Stony Lane, who perform at a higher level of proficiency than other schools in the state, continue to outperform other schools. In conclusion, RTTP and NCLB are policies that have played a role in continuing the education of students at Stony Lane Elementary, and maintaining their level, and in some cases increasing their level of proficiency versus the rest of the state.
Stoney Lane Elementary is one of six public elementary schools in North Kingstown, Rhode Island. According to the Rhode Island Department of Education (RIDE) (2014), Stony Lane Elementary was home to 410 students and 28 teachers during the 2012-2013 school year. The school serves students from kindergarten through the fifth grade. It was not until the 2010-2011 school year that grades four and five were added (RIDE, 2014). The purpose of this brief report is to determine the effect that Race to the Top (RTTP) and No Child Left Behind (NCLB) had on this particular school. Interest into the impacts of RTTP and NCLB is fostered in the question: how do educational policies affect schools that perform at higher levels than the state averages? Looking at data retrieved from RIDE (2009a; 2014), I was able to examine large amounts of data and have identified valuable information pertinent to this school.
Stony Lane has fewer students receiving subsidized lunch (8%) compared to the state overall (46%). In addition, Stony Lane serves a smaller population of students compared to the state average who receive special needs services and/or ESL/bilingual education services (RIDE, 2014). According to RIDE (2009b) SALT Survey reports, 97% of the students were classified as white, 1.5% Asian/Pacific Islander, and 1.5% black. The demographics of the school help to serve as a representation of the socioeconomic climate that this school serves.
Mathematics data from 2001 indicates that 75% of fourth grade students met the standards in math skills, but only 23% met the level of proficiency in mathematic problem solving. In English Language Arts, basic reading, 86% of students met the standard, and in reading analysis 70% of students met the standard (RIDE, 2009a). In 2011- 2012, 88% of fourth grade students had reached the level of proficiency (RIDE, 2014). During this time, the test that is used to determine the data as well as the administration of Stony Lane Elementary School had changed. The 13 point gain would be substantial if the measure in which they were assessed remained the same. However, since the measure of the assessment has changed, the reliability and validity of the test scores has been diminished.
There have been years where test scores regressed. From 2005-2007, Stony Lane experienced a 9 point increase in mathematics. However from 2006-2007 to 2009, Stony Lane experienced a 6 point decrease in mathematics. In addition, the free and reduced lunch numbers decreased from 12% to 8% during the 2012-2013 school year. The school is still far ahead of the states average and an argument can be made to the difficulties that may occur when trying to maintain such a high level of proficiency. The ebb and flow of year to year data makes it difficult to analyze the data, but there is opportunity to compare Stony Lane to other schools in the state (RIDE, 2009).
In 2004 there was a 16% gap between students proficient in 4th grade mathematics between Stony Lane Elementary and the state of Rhode Island (RIDE, 2009a). The 2013-2014 NECAP scores show a 25% gap in proficiency levels at the 4th grade mathematics (RIDE, 2014). Goals of NCLB and RTTP were to close the gap between low-performing and high-performing schools. This data indicates that this has not happened. In fact, the opposite has happened.
From 2001 to present the school has undergone change. Change occurred in 2010-2011 that added two grade levels. Change also occurred on multiple occasions in administration. In 2009 Stony Lane named Edward Ferrario principal. Edward Ferrario is the third principal the school has had since 2001. Edward Ferrario has been a part of making Stony Lane a blue ribbon school, and had recently been named Rhode Island Principal of the year. Change in personnel, administrators, and experience for teachers could also be considered factors in the testing results (RIDE, 2009).
It is difficult and possibly irresponsible to determine if the increase/decrease of scores over different years is a product of NCLB or RTTT, or if the scores are a result of changes in administration, change in testing, or from experience in testing. Schools, such as Stony Lane, who perform at a higher level of proficiency than other schools in the state, continue to outperform other schools. In conclusion, RTTP and NCLB are policies that have played a role in continuing the education of students at Stony Lane Elementary, and maintaining their level, and in some cases increasing their level of proficiency versus the rest of the state.
References
Rhode Island Department of Education. (2009a). Information Works! Measuring Rhode Island schools for change. Retrieved from www.infoworks.ride.edu/2009/queries/FindSch.asp
Rhode Island Department of Education. (2009b). School Reports. Retrieved from www.infoworks.ride.uri.edu/2009/queries/FindSch.asp
Rhode Island Department of Education. (2014). Infoworks! Rhode Island education data reporting, Stony Lane Elementary School. Retrieved from http://infoworks.ride.ri.gov/school/stony-lane-elementary-school
Stony Lane School Photo [Photograph]. (2014). Retrieved July 22, 2014 from http://www2.nksd.net/education/school/school.php?sectionid=14